University of Kansas - Jayhawker Yearbook (Lawrence, KS)

Page 17 text:

New Students Ton: Pat Hutchins, promising freshman linebacker from Swartz Creek, Michigan, goes high to block a field goal attempt in the Missouri game. BOTTOM: Julio Meade from New York, and Roger Kathol from Wichita, both nationally ranked high school tracksters. A strong, fast backfield highlights the freshman football squad this year. At the Quarterback position Wichita ' s John Mosier and Bartlesville, Okla- homa ' s Jim Ettinger are described by their coaches as having lots of potential. Emery Hicks, linebacker from Nowata, Oklahoma, and punter and kicker Bill Be ll from Falls Church, Virginia, give added strength to the speedy backfield. Tackle Frank Kozicky of Godfrey, Illinois, guard Dan Cott of Wichita, and Atchinson end Larry Vanek are expected to form the core of KU ' s big line in years to come. The freshman basketball team, under the direction of Coach Robert Mul- cahy, is looking forward to a fine season lead by four standouts from Illinois. Richard Bradshaw, a 6 ' 3 high school All-State, All-American for- ward from Chicago, heads a team that Coach Mulcahy says has definitely fine prospects. The tallest of the cagers is Jim Hoffman, a 6 ' 7 center from Chicago. Chester Lawrence, a 6 ' 4 guard from Vienna, and Carl Janis, a 6 ' 1 guard from Chicago, complete Coach Mulcahy ' s list of standouts. Speed is the best word to describe this year ' s freshman track squad. Speediest of the speedy is Glen Cunningham, who, like his famous father, set high school records by gaining the Kansas mile championship. Another speed demon is Julio Meade of New York, first in the nation in the quarter mile. New York ' s Mark Ferrel was one of the nation ' s top high school half- milers, while Roger Kathol was the Kansas ha lf-mile champion. Dashers Randy Julian of Bolsa Grande, California, and J. W. Johnson of Wichita round out the team of freshman tracksters. —Bob Butler Freshman , I ' 7 I 11

Page 16 text:

New Students Freshman Scholars 10 TOP. Carol Shapely, a Presidential, National Merit, and Watkins Scholar, from Wichita. BOTTOM, Donald Jenkins from Kansas City, recipient of Scholarship Hall and Educational Opportunity Grants. Freshman scholastic honors are of two kinds: the financial or invitational. scholarships, and membership in the Honors Program of the College of Liberal Arts and Sciences. Both provide students of marked ability with op- portunities for intellectual achievement of the highest distinction. The Summerfield and Watkins Scholarships represent the highest aca- demic honor the University can offer a Kansas high school graduate. This year seventy-eight men received the Summerfield Scholarship, and thirty- nine women, the Elizabeth M. Watkins Scholarship. The other scholarships include the University of Kansas Honor Scholarship (101), the Greater University Fund Scholarship (59), the Emily V. Berger Scholarship for women (29), the Jennie M. Donnelly Scholarship for graduates of Lawrence High School (17 ), the U. G. Mitchell Scholarship in Mathematics (27), and the Edwin Emery Slosson Scholarship in Science ( 16). Invitations to participate in the College Honors Program are extended to students who reach the final selection test for the Summerfield, Watkins, and National Merit Scholarship competitions, and who have indicated their intention to study in the College of Liberal Arts and Sciences. The program began in 1955 with thirty-one freshmen, and, using increasingly rigorous criteria for selection, it has grown to 192 in 1966. According to Honors Pro- gram Director Aldon Bell, several students come to KU specifically because of the program ' s benefits. —Diane Childers

Page 18 text:

New Students Cen The threshold of a new century was marked by edu- cational innovation at KU with the initiation of Cen- tennial College, a new venture in undergraduate education. KU is the first to experiment with an actual college within the college, a small living and learn- ing unit for liberal arts underclassmen. The basic goal of Centennial College is to provide a new dimen- sion in University life—the overlapping of social activity and academic endeavor. With the assistance of a three-year grant of $288,000 from the Carnegie Corporation of New York, the Administrative Committee brought Centennial College out of its long planning stage and into reality. The program itself was the culmination of many hours of work by the student College Intermediary Board, the Faculty Advisory Committee, and the Chancellor ' s Faculty Committee on Objectives for the Second Century. Private support of Centennial College was approved by the Council for Progress which met on the University campus in April of 1966. The Carnegie grant will go toward meeting the $18.6 million three- year goal adopted by the Council for Progress. Pioneering as director of Centennial College was Jerry Lewis, assistant dean of the College of Liberal Arts and Sciences. Sharing with him the exciting task of meeting the organization challenge were Kala Mays Stroup, assistant dean of women; John Meyer s, assistant dean of men; and Gilbert Dyck, assistant registrar. Centennial College brought together 450 randomly selected Liberal Arts freshmen who shared the same teachers, advisors and dormitories. Centennial College men occupied three floors of Ellsworth Hall and 225 Centennial. College women moved into new Oliver Hall where office headquarters for Centennial College were established. Students studied together in such classes as history, English, science, speech, anthropology, mathematics, psychology, philosophy, sociology, political science, languages and Western Civilization which were taught by some 25 faculty members who also served as academic advisors for their students. Bouyant spirits and favorable opinion characterized student reaction. In general, the word for Centennial College was great, according to its student partici- pants. More specific comments ranged from enroll- ment was surprisingly easy to the Centennial College really does give an added sense of belonging. Centennial College is not an isolated attempt at educational advancement for the undergraduate; it is part of a master plan. If carried out according to pres- ent expectations, by 1968, all freshmen and sopho- mores in the College will be enrolled in one of the colleges within the College, and perhaps students will at last be able to bid farewell to the frustrating, dis- tant and indifferent world of IBM cards and student numbers which so often exists at the multiuniversity. —Barbara Newsom 1 2